UC-NRLF 


G-V 


DEPARTMENT  OF  THE  INTERIOR 
BUREAU  OF  EDUCATION 


BULLETIN,  1917,  No.  50 


PHYSICAL  EDUCATION  IN 
SECONDARY  SCHOOLS 


A  REPORT  OF  THE  COMMISSION  ON  THE  REORGANIZATION 

OF  SECONDARY  EDUCATION  APPOINTED  BY  THE 

NATIONAL  EDUCATION  ASSOCIATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1918 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION  FOR  1917. 

Note. — With  the  exceptions  indicated,  the  documents  named  below  -will  be  sent  free 
of  charge  upon  application  to  the  Commissioner  of  Education,  Washington,  D.  C.  Those 
marked  with  an  asterisk  (*)  are  no  longer  available  for  free  distribution,  but  may  be 
bad  of  the  Superintendent  of  Documents,  Government  Printing  Office,  Washington,  D.  C, 
upon  payment  of  the  price  stated.  Remittances  should  be  made  in  coin,  currency,  or 
money  order.     Stamps  are  not  accepted. 

A  complete  list  of  available  publications  will  be  sent  upon  application. 

*No.    1.  Monthly  record  of  current  educational  publications,  January,  1917. 

5  cts. 
*No.     2.  Reorganization  of  English  in  secondary  schools.    J.  F.  Hosic.    20  cts. 
*No.     3.  Pine  needle  basketry  in  schools.     W.  C.  A.  Hammel.    5  cts. 
No.     4.  Secondary  agricultural  schools  in  Russia.    W.  S.  Jesien. 
No.     5.  Report  of  an  inquiry  into  the  administration  and  support  of  the  Colo- 
rado school  system.    Katherine  M.  Cook  and  A.  C.  Monahan. 
No.    6.  Educative  and  economic  possibilities  of  school-directed  home  gardening 

in  Richmond,  Ind.    J.  L.  Randall. 
No.     7.  Monthly  record  of  current  educational  publications,  February,  1917. 
No.     8.  Current  practice  in  city  school  administration.    W.  S.  Deffenbaugh. 
No.    9.  Department-store  education.     Helen  R.  Norton. 
No.  10.  Development  of  arithmetic  as  a  school  subject.    W.  S.  Monroe. 
*No.  11.  Higher   technical   education  in  foreign  countries.     A.  T.   Smith  and 

W.  S.  Jesien.    20  cts. 
No.  12.  Monthly  record  of  current  educational  publications,  March,  1917. 
No.  13.  Monthly  record  of  current  educational  publications,  April,  1917. 
No.  14.  A  graphic  survey  of  book  publication,  1890-1916.    F.  E.  Woodward. 
No.  15.  Studies  in  higher  education  in  Ireland  and  Wales.    George  E.  MacLean. 
No.  16.  Studies  in  higher  education  in  England  and   Scotland.     Ceorge  E. 

MacLean. 
No.  17.  Accredited  higher  institutions.    S.  P.  Capen. 

*No.  18.  History  of  public-school  education  in  Delaware.    S.  B.  Weeks.    20  cts. 
No.  19.  Report  of  a  survey  of  the  University  of  Nevada. 
No.  20.  Work  of  school  children  during  out-of-school  hours.    C.  D.  Jarvis. 
No.  21.  Monthly  record  of  current  educational  publications,  May,  1917. 
No.  22.  Money  value  of  education.    A.  Caswell  Ellis. 
*No.  23.  Three  short  courses  in  home  making.    Carrie  A.  Lyford.    15  cts. 
No.  24.  Monthly  record  of  current  educational  publications — Index.  February, 

1916,  to  January,  1917. 
No.  25.  Military  training  of  youths  of  school  age  in  foreign  countries.    W.  S. 

Jesien. 
No.  26.  Garden  clubs  in  the  schools  of  Englewood,  N.  J.    Charles  O.  Smith. 
No.  27.  Training  of  teachers  of  mathematics  in  secondary   schools.     R.  C. 

Archibald. 
No.  28.  Monthly  record  of  current  educational  publications,  June,  1917. 
No.  29.  Practice  teaching  for  teachers  in  secondary  schools. 
No.  30.  School  extension  statistics,  1915-16.    Clarence  A.  Perry. 
No.  31.  Rural-teacher  preparation  in  county  training  schools  and  high  schools. 

H.  W.  Foght. 
No.  32.  Work  of  the  Bureau  of  Education  for  the  natives  of  Alaska,  1915-16. 
No.  33.  A  comparison  of  the  salaries  of  rural  and  of  urban  superintendents  of 

schools.    A.  C.  Monahan  and  C.  H.  Dye. 
No.  34.  Institutions  in  the  United  States  giving  instruction  in  agriculture. 

A.  C.  Monahan  and  C.  H.  Dye. 
No.  35.  The  township  and  community  high-school  movement  in  Illinois.    H.  A. 
Hollister. 

[Continued  on  page  8  of  cover.] 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


BULLETIN,  1917,  No.  50 


PHYSICAL  EDUCATION  IN 
SECONDARY  SCHOOLS 


A  REPORT  OF  THE  COMMISSION  ON  THE  REORGANIZATION 

OF  SECONDARE   EDUCATION  APPOINTED  BY  THE 

NATIONAL  EDUCATION  ASSOCIATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1918 


w> 


ADDITIONAL  COPIES 

OF  THIS  PUBLICATION  MAT  BE  PROCURED  FROM 

THE  SUPERINTENDENT  OF  DOCUMENTS 

GOVERNMENT  PRINTING  OFFICE 

WASHINGTON,  D.  C. 

AT 

5  CENTS  PER  COPY 


CONTENTS. 


Page. 

Preface 4 

Membership  of  committee  on  physical  education 5 

Membership  of  reviewing  committee  of  the  commission 5 

The  problem 7 

Health  program  recommended , 9 

I.  Health  examination 9 

A — Medical  inspection 9 

B — Mental  examination 9 

C — Physical   examination 11 

II.  A  healthful  environment  in  home  and  school 11 

III.  Instruction  in  health  problems 12 

IV.  Physical  activities 12 

A — Equipment  (minimum  requirements) 12 

B — Time  allotment    (minimum  requirements) 15 

C — Kind  of  exercise 16 

V.  School  credit 18 

Summary 18 

Appendix 19 

I.  Bibliography  for  small  high  schools 19 

II.  General   bibliography 21 

List  of  reports  of  the  commission  on  the  reorganization  of  secondary 

education  now  available 25 

3 


449220 


PREFACE. 

The  Commission  on  the  Reorganization  of  Secondary  Education 
recognizes  health  as  fundamental  among  the  objectives  of  secondary- 
education.  The  importance  and  essential  scope  of  health  education 
are  summarized  as  follows  in  the  forthcoming  report  of  the  review- 
ing committee  of  this  commission : 

During  the  period  of  secondary  education  health  needs  can  not  be  neglected 
without  serious  clanger  to  the  individual  and  to  the  race.  The  secondary  school 
should,  therefore,  provide  health  instruction,  inculcate  health  habits,  organize 
an  effective  program  of  physical  activities,  regard  health  needs  in  planning 
work  and  play,  and  cooperate  with  home  and  community  in  safeguarding  and 
promoting  health  interests. 

To  carry  out  such  a  program  it  is  necessary  to  arouse  the  public  to  recognize 
that  the  health  needs  of  young  people  are  of  vital  importance  to  society,  to 
secure  teachers  competent  to  ascertain  and  meet  the  needs  of  individual  pupils 
and  able  to  inculcate  in  the  entire  student  body  a  love  for  clean  sport,  to 
furnish  adequate  equipment  for  physical  activities,  and  to  make  the  school 
building,  its  rooms,  and  surroundings  conform  to  the  best  standards  of  hygiene 
find  sanitation. 

The  report  contained  in  this  bulletin  was  drafted  for  the  commis- 
sion by  its  committee  on  physical  education,  and  after  discussion  and 
revision  it  has  been  approved  by  both  the  committee  on  physical  edu- 
cation and  the  reviewing  committee.  Approval  by  the  reviewing 
committee  does  not  commit  every  member  individually  to  every  state- 
ment and  every  implied  educational  doctrine,  but  does  mean  essential 
agreement  as  a  committee  with  the  general  recommendations. 

Appended  to  this  report,  although  not  a  part  thereof,  are  bibli- 
ographical suggestions  prepared,  on  request,  by  the  office  of  the 
American  Physical  Education  Association. 

Clarence  D.  Kingsley, 

Chairman  of  the  commission. 
•1 


COMMITTEE  ON  PHYSICAL  EDUCATION. 

J.  H.  McCurdy,  M.  D.,  chairman,  director  physical  education,  International 
Y.  M.  C.  A.  College,  Springfield,  Mass.,  editor  American  Physical  Educa- 
tion Review.     [Now  in  France  in  charge  of  Y.  M.  C.  A.  recreation  work.] 

Thomas  M.  Balliet,  dean  of  the  School  of  Pedagogy,  New  York  University, 
New  York  City. 

John  Brown,  jr.,  M.  D.,  national  Y.  M.  C.  A.  secretary  for  physical  education, 
Canada,  Toronto,  Ontario. 

Walter  H.  Chapin,  M.  D.,  medical  inspector,  high  schools,  Springfield,  Mass. 

George  E.  Dawson,  director  of  psychological  laboratory,  public  schools,  Spring- 
field, Mass.,  and  Hartford,  Conn. 

A.  E.  Metzdorf,  director  of  physical  education,  public  schools,  Springfield,  Mass. 

William  Orr,  senior  education  secretary,  international  Y.  M.  C.  A.  committee, 
New  York  City. 

William  Skarstrom,  M.  D.,  professor  of  physical  education,  Wellesley  College, 
and  director  of  practice  teaching  in  physical  education  in  public  schools, 
Wellesley,  Mass. 

William  A.  Stecher,  director  of  physical  education,  public  schools,  Philadel- 
phia, Pa. 


THE   REVIEWING    COMMITTEE    OF   THE    COMMISSION    ON 
THE    REORGANIZATION    OF    SECONDARY    EDUCATION. 

(The  Reviewing  Committee  consists  of  26  members,  of  whom  16  are  chairmen  of  com- 
mittees and  10  are  members  at  large.) 

Chairman  of  the  Commission  and  of  the  Reviewing  Committee: 

Clarence  D.  Kingsley,  State  high-school  inspector,  Boston,  Mass. 
Members  at  large: 

Hon.  P.  P.  Claxton,  United  States  Commissioner  of  Education,  Washing- 
ton, D.  C. 

Thomas  H.  Briggs,  associate  professor  of  education,  Teachers  College, 
Columbia  University,  New  York  City. 

Alexander  Inglis,  assistant  professor  of  education,  in  charge  of  secondary 
education,  Harvard  University,  Cambridge,  Mass. 

Henry  Neumann,  Ethical  Culture  School,  New  York  City. 

William  Orr,  senior  educational  secretary,  international  Y.  M.  C.  A.  com- 
mittee, 104  East  Twenty-eighth   Street,  New  York  City. 

William  B.  Owen,  principal  Chicago  Normal  College,  Chicago,  111. 
^^srlSdward  O.  Sisson,  president  University  of  Montana,  Missoula,  Mont. 

Joseph  S.  Stewart,  professor  of  secondary  education,  University  of  Georgia, 
Athens,  Ga. 

Milo  H.  Stuart,  principal  Technical  High  School,  Indianapolis,  Ind. 

H.  Ii.  Terry,  State  high-school  inspector,  Madison,  Wis. 
Chairmen  of  committees: 

Organization  and  Administration  of  Secondary  Education — Charles  Hughes 
Johnston,1  professor  of  secondary  education,  University  of  Illinois, 
Urbana,  111. 

1  Deceased  September  4,  1917. 


6  REVIEWING   COMMITTEE    OF    THE   COMMISSION. 

Chairmen  of  committees — Continued. 

Agriculture — A.  V.  Storm,  professor  of  agricultural  education,  University 
of  Minnesota,  St.  Paul,  Minn. 

Ancient  Languages — Walter  Eugene  Foster,  Stuyvesant  High  School,  New 
York  City. 

Art  Education — Henry  Turner  Bailey,  dean  Cleveland  School  of  Art,  Cleve- 
land, Ohio. 

Articulation  of  High  School  and  College — Clarence  D.  Kingsley,  State  high- 
school  inspector,  Boston,  Mass. 

Business    Education — Cheesman    A.    Herrick,    president    Girard    College. 
Philadelphia,  Pa. 

English — James  Fleming  Hosic,  Chicago  Normal  College,  Chicago,  111. 

Household  Arts — Amy  Louise  Daniels,  University  of  Wisconsin,  Madison. 
Wis. 

Industrial  Arts — Wilson  H.  Henderson,  extension  division,  University  of 
Wisconsin,  Milwaukee,  Wis. 

Mathematics — William    Heard    Kilpatrick,    associate   professor    of    educa- 
tion, Teachers  College,  Columbia  University,  New  York  City. 

Modern  Languages — Edward  Manley,  Englewood  High  School,  Chicago,  Tll. 

Music — Will  Earhart,  director  of  music,  Pittsburgh,  Pa. 

Physical   Education — James  H.   McCurdy,   director   of   normal   courses 
physical  education,  International  Y.  M.  C.  A.  College,  Springfield,  Ma  i. 

Sciences — Otis  W.  Caldwell,  director  Lincoln  School,  and  professor  of  edu- 
cation, Teachers  College,  Columbia  University,  New  York  City. 

Social  Studies — Thomas  Jesse  Jones,  United  States  Bureau  of  Education, 
Washington.  D.  C. 

Vocational     Guidance — Frank    M.    Leavitt,    associate    superintendent    of 
schools,  Pittsburgh,  Pa. 


PHYSICAL  EDUCATION  IN  SECONDARY  SCHOOLS. 


THE  PROBLEM. 

In  the  new  civilization  one  of  the  most  important  problems  of  the 
high  school,  and  the  central  problem  of  physical  education,  is  how 
to  secure  and  conserve  health.  This  is  becoming*  more  and  more  a 
community  problem. 

The  schools  have  been  slow  to  adjust  their  program  to  the  changed 
needs  of  the  pupils  and  the  community.  Pupils  no  longer  go  to 
school  three  months  in  the  winter  to  learn  to  read,  write,  and  cipher, 
securing  their  vocational  skill  and  bodily  power  during  the  other 
nine  months.  They  go  to  school  nine  months  and  are  idle  the  other 
three  because  the  opportunities  for  developing  vocational  skill  and 
bodily  endurance  have  been  taken  away  from  them  with  the  removal 
of  industry  from  the  home  to  the  factory.  The  school  must  accept 
the  new  conditions  of  this  industrial  age  and  provide  adequate  op- 
portunity for  bodily  exercise  related  to  vocational  skill  and  for  the 
fundamental  bodily  exercises  related  to  health. 

Many  people  to-day  are  preserved  to  maturity  who  formerly  would 
have  died  in  childhood.  Medicine  has  made  splendid  strides  during 
recent  years  in  decreasing  the  mortality  due  to  zymotic  diseases.  The 
diseases  which  are  increasing,  those  of  the  nervous  system,  are  more 
inimical  to  the  organic  health  of  those  who  survive  than  are  the  in- 
fectious diseases.  Insanity  is  on  the  increase.1  Dr.  Harris,  formerly 
United  States  Commissioner  of  Education,  as  early  as  1891  wrote : 

Our  civilization  is  so  bent  on  the  conquest  of  nature  and  the  production  of 
wealth  that  it  perpetually  strains  its  supply  of  nervous  energy  and  produces 
disaster.  Here  is  the  special  problem  of  our  time  for  hygiene  to  meet — How 
to  restore  and  conserve  nervous  energy.  There  are  thrle  factors  here :  First, 
the  one  of  food  and  its  proper  assimilation;  second,  the  factor  of  sleep  and 
rest ;  third,  the  factor  of  exercise,  muscular  and  mental.2 

While  the  increase  in  nervous  diseases  is  rightly  charged  to  a 
failure  of  bodily  adjustment  to  the  environment  of  the  new  civiliza- 
tion, to  the  saving  of  the  weaker  ones  who  formerly  died  in  infancy, 

1  Dr.  R.  W.  Corwin,  chairman  of  the  health  committee  of  the  American  Medical  Associa- 
tion, says  that  "insanity  is  increasing  twice  as  fast  as  the  population  (11  and  25)."  See 
Nat.   Educ.   Assoc.   Proc.  for   1013,  pp.   41.8-420. 

2  U.  S.  Commis.  of  Educ.  Rept.,  1891-92,  Vol.  I,  P.  XXII. 

7 


8  PHYSICAL   EDUCATION    IX    SECONDARY    SCHOOLS. 

and"  to  'the  greater  strain  of  modern  conditions,  and  although  the 
number  so  classified  is  due  in  part  to  better  diagnosis,  it  is  a  just 
indictment  to  say  that  the'  public  schools  have  materially  helped  to 
augment  conditions  which  lead  to  these  diseases.  It  is  not  enough 
that  the  schools  should  not  continue  to  increase  the  tendency  to  these 
diseases:  they  should  in  a  constructive  way  assist  in  the  necessary 
health  adjustments  of  the  pupils  in  city  and  country.  It  is  the  firm 
belief  of  this  commission  that  the  modern  public  high  school  owes  a 
duty  to  the  health  of  the  adolescent  youth  of  this  country  as  a  funda- 
mental element  of  education.  It  is  the  belief  of  this  commission  that 
this  duty  is  possible  of  fulfillment. 

So  far  the  public  school  has  preempted  the  field  of  health  educa- 
tion without  occupying  it.  Theoretically,  educators  believe  that 
health  is  more  important  than  quantity  of  knowledge;  practically, 
they  seldom  act  upon  the  belief.  The  program  of  studies  has  not  been 
adjusted  to  meet  the  changed  needs  of  the  pupils.  The  present  ar- 
rangements for  physical  activity  can  be  looked  upon  only  as  pallia- 
tive measures  in  that  they  give  some  relief  from  the  school  desk. 
They  are  essentialty  of  negative  character,  aiming  to  minimize  harm- 
ful influences.  The  work  of  the  schools  calls  primarily  for  the  func- 
tional activity  of  the  higher  centers  of  the  central  nervous  system. 
It  fails  to  emphasize  the  principal  positive  hygienic  factor  in  that  it 
disregards  the  motor  activities  related  to  the  lower  nervous  centers 
controlling  circulation,  respiration,  nutrition,  and  elimination.  Be- 
sides, it  neglects  an  important  phase  of  education  in  that  it  minimizes 
to  the  vanishing  point  those  motor  activities  related  to  good  carriage, 
motor  presence,  motor  personality,  and  motor  consciousness.  The 
attainment  of  adequate  motor  control  is  impossible  with  the  present 
equipment  and  time  allotment. 

Health  is  definitely  related  to  the  vigorous  use  of  the  big  muscles 
of  the  trunk  and  legs.  Instruction  should  be  given  in  exercises  and 
games  which  will  bring  into  play  these  large  fundamental  muscles 
and  should  be  pushed  far  enough  to  stimulate  circulation,  respiration, 
and  perspiration.  Methods  of  study  should  be  devised  which  will 
allow  more  freedom  and  bodily  movement  even  in  academic  work. 

The  tendencjr  in  some  quarters  to  substitute  military  drill  for  more 
fundamental  activity  is  a  serious  mistake.  The  addition  of  physical 
education  to  military  drill  for  the  rank  and  file  of  the  armies  of  the 
world  is  a  significant  fact  which  should  make  clear  the  folly  of  such 
substitution.  The  thorough  physical  education  courses  at  West  Point 
and  Annapolis,  in  our  own  country,  and  the  fact  that  an  army  officer 
was  sent  to  the  United  States  by  the  Dutch  Government  to  take  nor- 
mal courses  in  physical  education  at  Springfield,  to  prepare  himself 
to  take  charge  of  physical  education  in  the  Dutch  military  academy, 
show  the  need  of  the  basis  of  an  all-round  motor  training.    In  order 


PHYSICAL   EDUCATION    IN    SECONDARY   SCHOOLS.  9 

to  insure  the  preservation  of  health  and  the  educational  point  of  view 
in  physical  exercises,  the  administration  of  physical  education  should 
be  lodged  in  the  hands  of  the  educational  authorities  exclusively.  No 
narrow  policy  of  mere  military  drill  should  be  substituted  for  a 
broad  program  of  fundamental  health  activities. 

HEALTH  PROGRAM  RECOMMENDED. 

The  health  needs  of  the  high  school  pupil  call  for  the  following 
health  program : 

I.  A  careful  health  examination  which  should  include: 
A. — Medical  inspection. 
B. — Mental  examination. 
C. — Physical  examination. 
II.  A  healthful  environment  in  home  and  school. 

III.  Instruction  in  health  problems. 

IV.  Physical  activity. 

A. — Equipment,  minimum  requirement. 
B. — Amount  and  kind,  minimum  requirement. 
C — Kind  of  exercise. 
V.  School  credit. 

I.   HEALTH   EXAMINATION. 

The  first  step  in  the  health  program  is  to  discover  how  nature  has 
endowed  the  individual.  It  must  ascertain  by  examination  the 
physical  and  mental  endowment  and  the  capacity  for  activity. 

A — Medical  inspection. — The  English  and  American  medical  in- 
spection methods  are  well  outlined  in  such  books  as  Cornell's 
"  Health  and  medical  inspection  of  school  children,"  Kelynack's 
"  Examination  of  schools  and  scholars,"  Newmayer's  "  Medical  and 
sanitary  inspection  of  schools,"  Gulick  and  Ayres'  "  Medical  inspec- 
tion of  schools."  The  administrative  methods  are  presented  in 
Rapeer's  "  School  health  administration."  The  objects  of  medical 
inspection  have  been  the  detection  of  infectious  diseases,  of  physical 
defects  in  the  pupil,  and  the  improvement  of  the  sanitary  condition 
of  the  schoolroom.  The  medical  inspector  should  cooperate  with 
the  physical  instructor  in  the  correction  of  physical  defects  and  with 
the  regular  teacher  or  the  trained  psychologist  in  the  diagnosis  and 
treatment  of  mental  defects. 

B — Mental  examination. — The  mental  examination  should  seek  to 
ascertain  the  mental  health  of  the  pupil  and  his  nervous  and  mental 
constitution.  The  health  of  an  individual  depends  in  large  measure 
upon  a  normal  central  nervous  system,  and  upon  his  attitude  of  mind 
toward  his  work.  The  time  of  entering  the  junior  high  school 
(seventh  grade)    is  the  most  critical  time  in  adolescence.     At  this 

25455°— 18 2 


10  PHYSICAL   EDUCATION   IN    SECONDARY   SCHOOLS. 

time  the  constitution  is  particularly  liable  to  nervous  difficulties,  as 
most  neuroses  either  develop  at  this  time,  or  lay  their  insidious  hold 
then  upon  the  individual,  to  develop  later.  Much  stress  in  modern 
psychology  is  laid  upon  the  necessity  of  correlating  the  program  of 
the  pupil  with  his  dominant  interest.  In  the  junior  high  school  he 
is  offered  a  choice  of  subjects  for  the  first  time.  The  proper  adjust- 
ment of  his  program  is  often  related  closely  to  his  nervous  health, 
and  data  for  this  adjustment  should  include  the  results  obtained  by 
mental  tests. 

It  is  probably  unnecessary  that  critical  mental  examinations 
should  be  given  to  every  pupil.  It  is,  however,  necessary  to  give  such 
an  examination  to  the  subnormal  and  the  supernormal  pupil.  For 
the  other  pupils  an  examination  of  their  grades  in  their  studies, 
correlated  with  their  grades  in  physical  education  and  manual 
training,  will  give  a  very  fair  index  of  their  nervous  and  mental 
health  and  constitution,  and  will  give  data  on  which  to  base  an  all- 
round  program  for  their  high-school  courses.  In  correlating  the 
grades  of  the  pupils  special  care  should  be  taken  to  make  sure  that 
the  marks  represent  capacity  rather  than  mere  attendance  and  good 
deportment.  Care  should  be  exercised,  too,  in  differentiating  be- 
tween manual  training  and  physical  education.  Manual  training 
calls  for  the  use  of  the  small  muscles  of  the  eye  and  the  hand,  and, 
in  a  slight  degree,  the  big  muscles  of  the  arms,  legs,  and  trunk. 
Manual  skill  of  the  small  muscles  represents,  in  general,  health  of 
the  fine  neuromuscular  mechanisms.  In  physical  education  the  large 
muscles  of  the  arms,  legs,  and  trunk  should  be  used  vigorously.  Good 
grades  in  this  work  would  represent  fundamental  health  with  or- 
ganic, neural  and  muscular  capacity. 

In  terms  of  the  physical  education  grades,  pupils  who  are  fond  of 
physical  activities,  excel  in  them,  and  are  leaders  in  games  and  sports 
as  a  rule  possess  good  central  nervous  systems.  The  extreme  type  of 
these  pupils,  the  athletes,  need  to  be  curbed  in  their  sport.  The 
athletic  scholarship  rules  are  made  largely  for  their  benefit,  to  re- 
press too  great  attention  to  sport  and  to  stimulate  scholarship. 

On  the  other  hand,  the  pupil  who  has  little  physical  skill  and  no 
interest  in  games  and  sports  usually  lacks  organic  vigor.  In  the 
extreme  type  of  these  pupils  is  the  recluse  and  the  bookworm.  It 
is  especially  in  this  class  that  an  unstable  nervous  system  may  be 
expected.  If  their  education  is  confined  to  a  purely  intellectual  edu- 
cation, it  will  be  at  the  expense  particularly  of  the  organic  centers 
of  the  nervous  system,  related  to  circulation,  respiration,  and 
nutrition. 

A  well-balanced  course  for  each  individual  is  the  ideal.  A  mental 
examination,  with  all  the  modern  methods  for  the  subnormal  and  the 
supernormal,  and  a  careful  examination  of  the  grades  of  tfie  average 


PHYSICAL  EDUCATION   IN   SECONDARY   SCHOOLS.  11 

pupil  with  special  reference  to  his  work  in  physical  education  and 
manual  training  upon  entering  the  high  school  will  aid  materially 
in  a  wise  selection  of  high-school  courses. 

C — Physical  examination. — The  physical  examination  calls  for  a 
study  of  the  growth  and  physique  of  the  pupil  and  a  close  correlation 
of  the  conditions  found  with  the  physical  activity  prescribed.  The 
examination  should  include  such  vital  problems  as  eyesight,  hearing, 
growth  in  height  and  weight,  bodily  strength,  lung  capacity,  cardiac 
efficiency.  All  these  factors  should  be  correlated  with  the  adolescent 
maturity  of  the  pupils  and  their  scholarship.  They  are  in  them- 
selves indices  of  mental  capacity  and  maturity.  The  programs  of 
the  schools  should  recognize  and  use  these  findings. 

Periods  of  rapid  growth  in  height  and  weight  precede  growth  in 
strength  and  endurance.  Vigorous  big-muscle  exercise  should  be  the 
rule  during  this  period.    Overexercise  particularly  should  be  avoided. 

A  clean-cut  differentiation  should  be  made  between  chronological 
age  and  physiological  maturity.  Both  the  physical  examination  and 
the  physical  efficiency  tests  should  serve  as  aids  in  properly  grad- 
ing the  health  activities.  Detailed  studies  on  various  phases  of  these 
problems  have  been  made  by  Baldwin,  Boaz:  Crampton,  Hughlings- 
Jackson,  Foster,  Godin,  Hall,  Marro,  McCurdy,  Stewart,  and  Whip- 
ple.    (See  the  bibliography  at  the  end  of  this  report.) 

Medical,  mental,  and  physical  examinations  should  be  correlated 
with  each  other  and  with  the  general  program  of  the  pupil.  Here- 
tofore the  examinations  have  been  conducted  partly  by  the  medical 
inspectors,  partly  by  trained  psychologists,  and  partly  by  the  di- 
rector of  physical  education,  without  correlation  between  them. 
Splendid  work  has  been  done,  but  thus  far  no  city  is  known  to  the 
committee  to  have  a  good  working  coordination  of  the  various  prob- 
lems relating  to  the  health  of  the  pupils.  Various  cities  have  spe- 
cialized on  different  phases.  Some  cities  have  an  administrative 
plan  which  will  enable  them  to  work  out  the  medical,  hygienic,  and 
physical  activity  aspects  of  the  problem,  but  apparently  have  no 
regular  examinations  for  determining  the  health  of  the  central  ner- 
vous system,  nor  for  finding  the  type  of  ability  of  the  pupil.  Many 
cities  do  not  seem  to  know  exactly  what  they  should  seek  to  secure 
through  a  medical  or  physical  examination,  and  do  not  use  the  re- 
sults obtained  by  either. 

II.  A  HEALTHFUL  ENVIRONMENT  IN  HOME  AND  SCHOOL. 

A  healthful  environment  should  include  a  home  with  adequate 
food  for  healthy  growth,  together  with  sleeping  and  living  rooms 
which  follow  at  least  the  minimum  regulations  of  size,  light,  and 
ventilation.     It  should  include  a  schoolroom  properly  ventilated, 


12  PHYSICAL   EDUCATION    IN    SECONDARY   SCHOOLS. 

with  temperature  never  above  70  degrees  and  preferably  between  63 
and  65  degrees  F.,  provided  a  normal  relative  humidity  of  approxi- 
mately 50  per  cent  and  adequate  air  movement  are  maintained.  The 
schoolroom  should  be  supplied  with  proper  natural  and  artificial 
lighting  systems,  and  the  walls  should  be  so  colored  as  to  reduce 
eye  strain.  The  textbooks  should  have  size  of  type  and  width  of 
line  suitable  for  the  proper  position  of  the  pupil  at  the  desks.  The 
desks  should  be  arranged  to  save  eye  strain  and  decrease  poor  pos- 
ture and  deformity.  The  floors  and  walls  should  be  kept  free  from 
dust.  The  schedule  should  be  arranged  as  far  as  possible  to  increase 
body  movements  and  decrease  nervous  strain.  This  may  best  be 
accomplished  by  having  pupils  change  from  room  to  room  and  by 
alternating  kinds  of  work.  In  addition,  3-minute  setting-up  drills 
may  with  profit  be  used  two  or  three  times  per  day. 

III.  INSTRUCTION  IN   HEALTH   PROBLEMS. 

The  pupils  should  be  given  instruction  in :  (a)  The  practical  ele- 
mentary problems  which  concern  their  health ;  as,  for  example,  diet, 
care  of  the  teeth,  sex,  sleep,  exercise,  and  bathing  in  school  and  at 
home,  (b)  The  general  conditions  related  to  health,  as  room  tem- 
perature, ventilation,  dust,  school  seating,  and  posture,  (c)  The 
public-health  problems,  like  sewage  disposal,  milk  and  water  sup- 
plies, and  general  control  of  infectious  diseases. 

Every  pupil  in  the  high  school  should  be  acquainted  with  ele- 
mentary health  problems  in  his  environment.  Direct  application 
f-hould  be  made  to  home,  school,  and  community  conditions.  Defi- 
nite reports  of  health  conditions  which  test  the  powers  of  observa- 
tion should  be  required.  The  examinations  should  test  both  the 
knowledge  and  the  health  habits  of  the  pupils  in  home  and  school. 

IV.   PHYSICAL  ACTIVITIES. 
A. — EQUIPMENT    (minimum   requirements). 

The  equipment  for  physical  activities  in  the  public  high  school 
should  include  gymnasiums,  showers,  dressing  rooms,  playgrounds, 
and,  if  kept  in  a  thoroughly  hygienic  condition,  swimming  pools. 
Abundant  sunlight  and  adequate  ventilation  and  air  movement  are 
essential  elements  in  making  the  building  a  hall  of  health.  The 
location  of  the  gymnasium  in  an  annex  is  strongly  recommended,  as 
it  allows  better  hygienic  conditions  and  permits  greater  freedom. 

(1)  Gymnasiums. — In  large  schools  of  more  than  600  pupils  there 
should  be  two  gymnasiums,  one  for  boys  and  one  for  girls,  each  large 
enough  for  a  class  of  50,  that  is,  60  by  80  feet.     If  we  assume  that 


PHYSICAL   EDUCATION    IN    SECONDARY    SCHOOLS.  13 

each  class  contains  50  pupils;  that  the  school  day  contains  seven 
45-minute  periods;  that  a  plan  of  overlapping  90-minute  periods  is 
adopted,  making  seven  gymnasium  periods  per  day,  then  one  such 
gymnasium  will  provide  two  double  gymnasium  periods  per  week 
for  875  pupils,  and  the  two  gymnasiums  will  provide  for  1,750  pupils. 
Practically,  however,  it  is  difficult  to  organize  the  schedule  of  a  school 
so  that  each  gymnasium  class  will  have  the  same  number  of  pupils. 
Proportional  increases  or  deductions  should  be  made  according  to 
the  number  of  pupils  and  the  number  of  class  periods. 

One  gymnasium  will  be  adequate  where  the  school  enrolls  from  200 
to  600  pupils.  In  small  schools  of  fewer  than  200  pupils  one  room 
might  serve  as  the  gymnasium  for  boys  and  girls,  and  also  for  the 
town  hall.  It  might  also  be  used  as  a  community  recreation  center 
and  for  public  meetings.  A  room  used  for  combination  purposes 
should  have  the  windows  and  lights  protected  with  wire  screens  to 
avoid  breakage  during  games.  The  walls  and  ceiling  should  be  of 
concrete,  metal,  or  wood  rather  than  plaster,  for  the  same  reason. 
No  gymnasium  should  be  constructed  less  than  50  by  70  feet. 

(2)  Showers — The  following  number  of  showers  is  based  upon  a 
15-minute  period  for  bathing,  and  50  pupils  in  a  class: 

(a)  For  boys. — An  open  room  should  be  used,  for  moral  and  hygi- 
enic reasons.  Single  showers  with  individual  control  will  supply  five 
boys  each.  If  multiple  showers  with  central  control  are  protided, 
one  shower  will  supply  seven  boys.  Multiple  showers  with  central 
control  are  recommended,  as  they  save  time,  water,  and  space.  The 
shower  and  drying  room  should  contain  at  least  20  square  feet  per 
shower.  This  gives  adequate  room  for  drying  in  the  shower  room. 
The  showers  should  be  placed,  without  inclosing,  on  the  side  wall  of 
an  open  room. 

(b)  For  girls. — Closed  shower  booths  (3  feet  3  inches  by  3  feet) 
should  be  used.  One  shower  should  be  provided  with  individual 
control  for  each  three  girls,  or  one  shower  with  multiple  control  for 
each  five  girls.  Multiple  control  is  recommended  where  an  attendant 
can  regulate  all  the  showers. 

(3)  Dressing  rooms. — Each  pupil  should  have  a  gymnasium  locker 
for  storing  street  clothes  during  exercises  and  for  the  gymnasium 
suit  during  the  time  intervening  between  the  exercise  periods.  As 
the  space  for  street  clothes  needs  to  be  larger  than  that  for  the  gym- 
nasium suit,  economy  may  be  observed  in  large  schools  by  having 
small  lockers  for  the  gymnasium  clothing  for  each  pupil  and  enough 
large  lockers  for  the  use  of  two  classes,  one  dressing  for  exercise  and 
the  other  dressing  for  school  work.  Gymnasium  clothing  and  towels 
should  be  kept  in  good  hygienic  condition,  either  through  a  school 
laundry  or  home  washing. 


14 


PHYSICAL   EDUCATION   IN    SECONDARY   SCHOOLS. 


(a)  For  hoys. —  (1)  Individual  lockers.  Lockers  should  be  12  by  12 
by  36  inches,  two  tiers  in  height.  The  space  per  individual  for  locker, 
aisle,  and  approaches  should  be  8  square  feet.  If  congestion  is 
avoided  through  the  distribution  of  the  boys  of  each  class  through- 
out the  entire  locker  room  this  space  might  be  reduced  to  4  square 
feet  per  individual.  (2)  Box  lockers.  Box  lockers  6  by  12  by  36 
inches  in  height  may  be  used  for  the  storage  of  gymnasium  clothing 
with  enough  large  lockers  for  two  classes,  the  one  coming  to  the  gym- 
nasium and  the  other  leaving  it.  Under  these  conditions  2^  square 
feet  per  individual  are  sufficient.  The  36-inch  height  is  desirable  be- 
cause it  allows  for  the  storage  of  bats  and  rackets. 

(b)  For  girls. — Either  the  individual  lockers  or  the  box  lockers 
may  be  used  for  girls  as  for  boys  with  the  same  space  requirements. 
The  box  lockers  alone  may  be  readily  used  where  the  street  'clothes 
are  kept  during  the  exercise  period  in  the  dressing  booths.  In  addi- 
tion, 100  dressing  booths  2  feet  10  inches  by  4  feet  should  be  sup- 
plied. This  gives  booths  for  two  classes  of  50  girls  each,  one  coming 
to  the  gymnasium  and  the  other  leaving  it.  In  gymnasiums  where 
the  girls  and  boys  alternate  in  its  use,  or  where  the  gymnasium  is  not 
used  continuously,  50  dressing  booths  would  be  sufficient.  Again, 
it  is  possible  to  reduce  the  number  of  dressing  booths  to  50  by  having 
one  girl  dress  in  a  booth  containing  the  clothes  of  a-  girl  on  the  gym- 
nasium floor. 

(4)  Pool.— Size  of  room  50  by  84  feet  (with  gallery),  42  by  84  feet 
(without  gallery)  ;  size  of  pool,  24  by  60  feet;  depth  of  pool,  3  feet 
6  inches  to  8  feet. 

(5)  Playgrounds. — Whenever  conditions  permit,  the  physical  exer- 
cises should  be  conducted  on  the  playground.  The  ground  surface 
should  be  kept  soft  and  free  from  dust.  Various  estimates  have  been 
given  regarding  the  size  required  for  the  school  playground.  The 
following  table  shows  the  space  estimated  for  one  game  of  various 
plays : 

Space  estimated  for  various  games. 


Curtis. i 


Narra- 

gansett 

Machine 

Co.* 


Baseball* 

Soccer 

Indoor  baseball . 

Volleyball 

Tennis 

Basket  ball .... 
Football 


Acres. 
1.00 


.20 
.10 
.10 
.05 


A  ere  ft. 
2.00 
1.50 


.03 
.06 


1.20 


1  For  elementary  schools;  see  "  Education  Through  Play,"  p.  210. 
»  For  adults. 

3  Curtis  suggests  that  the  space  for  baseball  may  also  be  used  for  soccer  in  the  fall,  hockey  In  the  lato 
fall  and  early  spring,  and  skating  in  winter. 


PHYSICAL   EDUCATION    IN    SECONDARY   SCHOOLS.  15 

Curtis's  estimate  for  elementary  school  buildings  calls  for  2  acres. 
Organized  games — baseball,  indoor  baseball,  volley  ball,  tennis,  bas- 
ket ball — call  for  1-^  acres,  leaving  ■££  for  general  unorganized  play, 
running  track,  and  pool.  Curtis's  estimate  on  the  basis  of  2  acres  for 
084  pupils  is  equivalent  to  127  square  feet  per  pupil  for  elementary 
schools.  The  National  Education  Association  resolutions  demand 
272  square  feet  per  child  for  play,  recreation,  and  gardening.  It 
would  seem  that  150  square  feet  per  pupil  ought  to  be  the  minimum 
requirement  for  play  and  recreation  of  junior  and  senior  high-school 
pupils.  This  estimate  does  not  include  gardening.  In  small  high 
schools  more  than  150  square  feet  per  pupil  are  necessary  in  order  to 
provide  for  baseball  for  the  boys  and  volley  ball  and  basket  ball  for 
the  girls.  An  item  often  neglected  is  the  game  equipment  for  basket 
ball,  baseball,  volley  ball,  and  other  games.  Grounds  and  gymna- 
siums are  practically  useless  unless  they  are  kept  equipped  for 
activity. 

B. — TIME  ALLOTMENT    (minimum   requirements). 

Two  double  periods  per  week  should  be  considered  a  minimum  for 
this  work. 

Arrangement  of  time. 

Minutes. 

1.  Hygiene  instruction  once  per  week 15 

2.  Passing  to  locker  room  and  undressing2 15 

3.  Exercises  and  games 45 

4.  Shower,  dressing,  and  passing  to  classroom3 15 

Total 90 

These  exercise  periods  of  90  minutes  twice  per  week  should  be 
supplemented  by  play  periods  after  school  of  at  least  one  hour,  and, 
of  course,  by  the  regular  recess  periods  and  setting-up  exercises 
between  class  periods. 

Where  the  regular  class  periods  are  60  minutes,  as  they  are  in 
some  schools,  the  gymnasium  period  might  be  compressed  under 
necessity  to  60  minutes.  This  would  be  a  real  disadvantage,  as  it 
would  lessen  the  organic  and  recreative  types  of  exercise. 

The  following  schedule  shows  how  the  90-minute  period  for  physi- 
cal education  can  be  fitted  into  a  schedule  in  which  the  regular  length 
of  class  periods  is  45  minutes . 

1  This  time  should  be  used  on  the  other  days  for  swimming  or  games. 

2  In  some  cases  it  will  be  possible  to  reduce  tlie  amount  of  time  for  "  passing  to  locker 
room  and  undressing  "  and  increase  the  allowance  for  "  shower,  dressing,  and  passing  to 
classroom." 


16  PHYSICAL   EDUCATION    IN    SECONDARY    SCHOOLS. 

Sample  arrangement  of  double  gymnasium  periods  in  a  high-school  schedule. 


Group  I 

6 
a 
a 

■a 

M 

c/5 

CD 
H 

•d 
a 
5 

US 

Ex.  4o. 

n 

US 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Group  II 

Class  45. 

1 

M 

us 

US 

Ex.  45. 

« 

US 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Group  III 

Class  45. 

Class  45. 

d 

a 

i 

w 

us 

■■s 

a 
P 

us 

Ex.  45. 

d 
«S 

M 
us 

Class  45. 

Class  45. 

Class  45. 

Group  IV 

Class  45. 

Class  45. 

Class  45. 

§ 

•a 
n 

a 

Ex.  45. 

m 

US 

Class  45. 

Class  45. 

Group  V 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

§ 

•a 
H 

us 

C 
tJ 

c 
P 

US 

Ex.  45. 

■a 
"3 

US 

Class  45. 

Group  VI 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

a 

■ 

•a 

W 

us 

■ 
D 

o 
P 

Ex.  45. 

til 

« 

us 

Group  VII 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

Class  45. 

i 

.2 
'to 
>> 
H 

US 

1 

a 
P 

Ex.  45. 

« 

US 

This  schedule  provides  for  seven  classes  of  50  pupils  each ;  that  is, 
theoretically  350  pupils  per  day  per  gymnasium,  or  875  different  pupils 
on  the  basis  of  two  double  periods  per  week  for  each  pupil.  This  ar- 
rangement uses  the  gymnasium  continuously  and  allows  for  alterna- 
tion of  two  teachers  in  instruction  in  hygiene,  physical  education 
practice,  and  supervision  of  the  bathing.  Three  hours  of  instruction 
during  the  school  day,  plus  two  hours  on  the  playground  and  in  the 
gymnasium  or  pool  after  school,  should  be  the  maximum  requirement 
for  one  teacher.  The  remainder  of  the  day  is  needed  for  administra- 
tion and  the  keeping  up  of  equipment,  rcords,  etc 

C— KIND  OF  EXERCISE. 

(a)  Physiological  type  of  exercise. — The  types  of  exercise  used 
should  be  those  which  call  into  play  vigorously  the  large  fundamental 
groups  of  the  big  muscles;  these  exercises  are  related  to  the  develop- 
ment of  vigor,  endurance,  and  power.  This  instruction  should  be 
supplemented  by  exercises  of  skill,  grace,  and  alertness.    Special  at> 


PHYSICAL  EDUCATION    IN    SECONDARY   SCHOOLS.  17 

tention  should  be  given  to  securing  good  postural  habits  while  stand- 
ing, sitting,  and  exercising.  The  training  should  give  a  virile,  vig- 
orous body,  alert  and  well  poised.  Instruction  should  be  given  in 
gymnastics,  athletics,  swimming,  and  team  games  for  all  pupils. 

(b)  Character-building  activities. — By  proper  control  and  admin- 
istration of  the  team  games  and  athletic  contests  the  undesirable  fea- 
tures and  excesses  of  the  representative  teams  can  and  should  be 
eliminated  without  stopping  games  which  have  great  health,  social,  and 
moral  values  when  played  and  conducted  in  the  right  way.  This  is 
more  rational  than  the  radical  remedy  of  abolishing  them.  Abolish- 
ment of  the  game  as  a  school  sport  in  public  schools  usually  results 
in  the  team  playing  under  other  than  school  name  and  with  no 
regulation.  Some  of  the  after-school  activities,  like  the  Boy  Scouts 
and  Camp  Fire  Girls,  should  receive  vigorous  encouragement. 

The  curriculum  of  activity  both  in  school  and  after  school  should 
include  all  pupils,  and  should  be  related  not  only  to  health,  but  to 
right  conduct.  The  qualities  of  honesty,  fair  play,  courtesy,  clean- 
ness of  speech,  alertness,  promptness,  persistency,  and  manliness 
should  be  required  of  pupils  during  their  activity.  Both  boys  and 
girls  should  learn  the  value  of  the  positive  virtues.  Dishonesty,  un- 
fairness, discourtesy,  vulgarity,  or  profanity  should  not  be  tolerated 
in  connection  with  any  activity.  Through  public  and  private  appro- 
bation, teachers,  coaches,  and  the  community  should  honor  the  pupils 
of  vigor  and  high  ideals,  and  discipline  those  who  pursue  dishonor- 
able tactics. 

Teachers  and  coaches  who  represent  the  highest  ideals  in  morals 
and  personal  character  should  be  selected.  Preferably  the  coaching 
should  be  done  by  regular  teachers,  and  if  possible  by  the  director 
of  physical  education.  With  the  adolescent  group  the  basal  virtues 
are  caught  through  the  inspiring  personality  of  teachers  during  their 
direction  of  activities,  more  often  than  they  are  taught  through  defi- 
nite moral  instruction  in  the  classroom. 

Moral  instruction  shows  what  is  right.  Moral  action  knits  to- 
gether the  fibers  which  form  character.  Physical  activity,  particu- 
larly team  games,  rightly  conducted,  offers  great  opportunity  for 
moral  achievement ;  wrongly  conducted,  the  result  is  moral  deteriora- 
tion. During  this  adolescent  period  the  vigorous,  virile  leaders  will 
enter  into  the  team  activities.  These  team  boys  will,  in  large  meas- 
ure, influence  the  moral  standards  of  both  the  junior  and  senior  high- 
school  groups.  The  moral  standards  and  personal  leadership  of  the 
teachers  of  physical  education  will  be  a  large  factor  in  determining 
whether  these  boys  are  to  be  merely  healthy  animals  or  future  moral 
leaders  in  the  community.    If  the  "  win  at  any  cost "  idea  dominates 


18  PHYSICAL   EDUCATION    IN   SECONDARY   SCHOOLS. 

the  coach,  he  may  be  the  most  potent  factor  in  the  community  in  de- 
stroying the  moral  ideals  and  the  ethical  standards  of  future  leaders. 

V.  SCHOOL  CREDIT. 

The  courses  in  hygiene  should  receive  credit  on  the  same  basis  as 
other  classroom  subjects.  The  physical  practice  in  gymnastics,  ath- 
letics, games,  and  swimming  should  receive  positive  credit  on  the 
same  basis  as  laboratory  courses.  The  hygiene  instruction  should  be 
graded  on  the  basis  of  classroom  recitations  and  examinations.  The 
physical  practice  should  be  marked  on  the  basis  of  the  quality  of  the 
work  and  on  the  effort  of  the  pupil  in  daily  practice.  Tests  of 
minimum  physical  proficiency  should  be  given  at  regular  intervals. 

SUMMARY. 

The  present  civilization  is  making  great  demands  upon  the  vitality 
of  the  race.  School  practices  which  train  simply  eye,  ear,  tongue, 
and  hand  do  not  promote  the  health  of  the  pupils.  Laboratory  work, 
shop  work,  military  drill,  and  domestic  science  only  slightly  increase 
the  big  muscle  activity.  Big  muscle  work  is  essention  to  the  health 
of  the  pupils.  These  activities  are  not  secured  in  the  home  or  in  the 
street.  Big  muscle  activities  are  essential  to  vocational  and  other 
kinds  of  skill.  The  higher  levels  of  the  nervous  system  depend  for 
stability  and  health  upon  the  organic  development  of  the  middle  and 
lower  levels.  Big  muscle  work  in  the  plays  and  games  is  an  essential 
part  of  emotional  control  in  relation  to  character  building. 

Administrative  methods  should  be  changed  to  require  as  a  mini- 
mum two  double  periods  per  week  for  each  pupil.  The  time  allotted 
to  double  periods  should  be  sufficient  to  allow  changing  of  the 
clothes,  vigorous  exercise  of  45  minutes  with  equipment,  and  time 
for  bathing.  The  maximum  number  of  pupils  per  class  should 
be  50. 

The  program  of  activity  under  competent  supervision  should  se- 
cure physical,  social,  educational,  and  moral  results. 


APPENDIX. 


The  following  bibliographical  suggestions,  while  not  a  part  of 
the  report,  were  prepared,  on  request,  by  the  office  of  the  American 
Physical  Education  Association,  93  Westford  Avenue,  Springfield, 
Mass.  That  association  publishes  twice  a  year  a  list  of  about  500 
books  on  physical  education,  hygiene,  and  allied  subjects.  It  also 
maintains  a  book  department  which  furnishes  advice,  gratis,  con- 
cerning books  and,  under  certain  conditions,  loans  books  for  ex- 
amination. 

I.  BIBLIOGRAPHY  FOE  SMALL  HIGH  SCHOOLS. 

Many  large  cities  have  printed  courses  in  physical  education  which 
would  be  suggestive  to  rural  high  schools.  Among  others,  the  fol- 
lowing cities  have  well-organized  courses:  Detroit,  Mich.;  Kansas 
City,  Mo.;  Newark,  N.  J.;  Philadelphia  and  Pittsburgh,  Pa.;  San 
Francisco,  Cal. ;  and  Springfield,  Mass. 

Teachers  without  technical  training  will  find  the  following  books 
helpful  in  organizing  work  in  small  high  schools  without  gym- 
nasiums. 

GENERAL    WORKS. 

McKenzie,  R,  Tait.     Exercise  through  education  and  medicine.     Philadelphia, 

W.  B.  Saunders  &  co.     $4. 
Michigan.     Department  of  education.     Syllabus  of  physical  training.     Lansing, 

Mich. 
New  Jersey,     Education  department.     Syllabus  of  physical  training.     Trenton, 

N.  J. 
New   York    (State).     Education  department.      Syllabus   of  physical   training. 

Albany,  N.  Y. 

ATHLETICS. 

Moore,  Harry.    Keeping  in  condition.    New  York,  Macmillan.    75  cents. 

Public  schools  athletic  league.     Official  handbook.     New  York,  American  sports 

publishing  co.     (Red  cover  series,  no.  71  R.)     25  cents. 
Reilly,  Frederick  J.     New  rational  athletics  for  boys  and  girls.     Boston,  D.  O. 

Heath  &  co.    64  cents. 
Stecher,  W.  A.    A  guide  to  track  and  field  work  contests  and  kindred  activities. 

Philadelphia,  McVey.    50  cents. 
Withington,   Paul.     Book  of  athletics.     Boston,   Lothrop,  Lee  &   Shepard  co. 

$1.50. 

GAMES    AND   PLAY. 

Bancroft,  Jessie  H.     Games  for  the  playground,  home,  school,  and  gymnasium. 

New  York,  Macmillan.    $1.50. 
Bowen,  W.  P.    The  teaching  of  play.    Ypsilanti,  Mich.,  published  by  the  author ; 

American  physical  education  association,  distributing  agent.    $1. 

19 


20  APPENDIX. 

Curtis,  H.  S.    Education  through  play.    New  York,  Macmillan.    $1.25. 

• .     The  reorganized  school  playground.     Washington,  D.  C,  Government 

printing   office.      (U.    S.    Bureau    of   education.     Bulletin,    1913,    no.    40.) 

10  cents. 
Lee,  J.    Play  in  education.    New  York,  Macmillan.    $1.50. 

FREE    GYMNASTICS. 

Arnold,  E.  H.     Free  gymnastics  and  tactics.     New  Haven,  Conn.,  published  by 

the  author.    75  cents. 
.     Gymnastic  nomenclature,  free  gymnastics.     New  Haven,   Conn.,   pub- 
lished by  the  author.    35  cents. 
Bowen,    AV.    P.      The    teaching   of    elementary    school    gymnastics.      Ypsilanti, 

Mich.,  published  by  the  author;  American  physical  education  association, 

distributing  agent.    $1. 
McCurdy,   J.  H.     Calisthenic  nomenclature.     Springfield,  Mass.,  published  by 

the  author ;  American  physical  education  association,  distributing  agent. 

$1.25. 
Skarstrom,  William.    The  teaching  of  gymnastics.    Wellesley,  Mass.,  published 

by    the    author;    American    physical    education    association,    distributing 

agent.    $2. 
Steelier,  W.  A.     The  theory  and  practice  of  educational  gymnastics,  for  boys' 

and  girls'  high  schools.    Philadelphia,  McVey.    $1.25. 

MECHANICS   OF   THE   BODY. 

Bancroft,  Jessie  H.     The  posture  of  school  children.     New  York,  Macmillan. 

$1.50. 
Bowen,  W.  P.     Applied  anatomy  and  kinesiology.     Philadelphia,  Lea  &  Febiger. 

$3.50. 
.     A  teacher's  course  in  physical  training.     Ann  Arbor,  Mich.,  George 

Wahr.     $1.25. 
Skarstrom,  William.     Gymnastic  kinesiology.     Wellesley,  Mass.,  published  by 

the  author ;  American  physical  education  association,   distributing  agent. 

$1.25. 

HYGIENE. 

Allen,  W.  H.     Civics  and  health.     Boston,  Ginn  &  co.     $1.25. 

Hill,  Hibbert  W.  The  new  public  health.     New  York,  Macmillan.     $1.25. 

Lyster,  Robert  A.    School  hygiene.    Baltimore,  Warwick  &  York.    $1.25. 

■ .    Textbook  of  hygiene  for  teachers.    Baltimore,  Warwick  &  York.    $1.50. 

Pyle,   Walter   L.,   ed.     A  manual   of  personal   hygiene.     Philadelphia,   W.   B. 

Saunders  co.     $1.50. 
Rapeer,  L.  W.     Educational  hygiene.    New  York,  Scribner.    $2.50. 
Terman,  Lewis  M.    The  hygiene  of  the  school  child.     Boston,  Houghton  Mifllin 

co.     $1.65. 

II.    GENERAL  BIBLIOGRAPHY. 

The  following  bibliography  for  more  general  use  is  suggestive 
rather  than  complete.  The  choice  of  books  is  based  upon  the  de- 
mand which  has  come  to  the  book  department  of  the  American 
Physical  Education  Association. 

ACCIDENTS,    EMERGENCIES. 

Leonard,   C.   EL     Manual   of  bandaging  adapted  for   self-instruction.     Illinois 
medical  journal,  370  Harper  ave.,  Detroit,  Mich.     $1.50. 


APPENDIX.  21 

Moody,  C.  S.  Backwoods  surgery  and  medicine.  New  York,  Outing  pub.  co. 
80  cents. 

ADOLESCENCE. 

Baldwin,  B.  T.  Physical  growth  and  school  progress.  A  study  in  experimental 
education.  Washington,  Government  printing  office.  215  p.  (U.  S.  Bureau 
of  education.     Bulletin,  1914,  No.  10.) 

Boaz,  E.  G.    Cyclopedia  of  education,    vol.  3,  p.  187-190. 

Crampton,  C.  W.  Physiological  age.  American  physical  education  review, 
March-June,  1908. 

Foster,  W.  L.  Physiological  age  as  a  basis  for  classification  of  pupils  entering 
high  schools.     Psychological  clinic,  4 :  83-88,  1910. 

Godin,  P.  Recherches  anthropometriques  sur  la  croissance.  Paris,  A.  Maloine, 
1903.     p.  180-197. 

Hall,  G.  S.  Adolescence.  2  vols.  New  York,  D.  Appleton  &  co.,  1905.  p.  93, 
vol.  1.     $7.50. 

Hughlings-Jackson.  The  three  level  theory.  Journal  of  mental  science,  33: 
25-28,  1887-88. 

Marro, .    La  pubert§.    Paris,  C.  Reinwald  Schleicher  freres,  1902.    530  p. 

McCurdy,  J.  H.  Physical  efficiency  tests  during  adolescence.  In  Fifteenth 
International  congress  on  hygiene  and  demography.    Transactions. 

Stewart,  S.  F.  A  study  of  physical  growth  and  school  standing  of  boys.  Jour- 
nal of  educational  psychology,  7 :  414-^26,  1916. 

Whipple,  G.  M.  Physiology  and  hygiene  of  adolescence.  In  Principles  of  sec- 
ondary education ;  ed.  by  P.  Monroe.  New  York,  Macmillan,  1914.  Chapter 
7,  p.  246-312.     Bibliography. 

ANATOMY,    ANIMAL    MECHANICS. 

Bowen,   W.    P.     Teacher's   course   in   physical    training.     Ann   Arbor,    Mich., 

George  Wahr.    $1.25. 
Skarstrom,   W.     Gymnastic   kinesiology.     Wellesley,   Mass.,   published  by   the 

author ;  American  physical  education  association,  distributing  agent.    $1.25. 
Wilder,  H.  H.    History  of  the  human  body.    New  York,  Henry  Holt.    $3.25. 

ANTHROPOMETRY. 

Seaver,  J.  W.    Anthropometry.    Chatauqua  press.    $1.50. 

ATHLETICS    (TRACK   AND   FIELD),   BASEBALL,    FOOTBALL,    TENNIS,    ETC. 

Bancroft,  J.  H.,  and  Pulvermacher,  W.  D.    Handbook  of  athletic  games.     New 

York,  Macmillan.     $1.50. 
Berry,  Elmer.    Baseball.    Springfield,  Mass.,  published  by  the  author ;  American 

physical  education  association,  distributing  agent. 
Dier,  J.  C.     The  book  of  winter  sports.    New  York,  Macmillan.     $1.50. 
Moore,  H.  H.     Keeping  in  condition.     New  York,  Macmillan.     75  cents. 
Rath,  Emil.     Apparatus,  track,  and  field  work  for  women.     North  American 

gymnastic  union.     $1.25. 
Reilly,  F.  J.    New  rational  athletics  for  boys.    Boston,  D.  C.  Heath.    64  cents. 

CALISTHENICS,    MARCHING. 

Bancroft,  J.  H.     School  gymnastics,  free  hand.     Boston,  D.  C.  Heath.     $1.60. 

.     School  gymnastics  with  light  apparatus.     Boston,  D.  C.  Heath.    $1.80. 

Berry,  Elmer.  Manual  of  marching.  New  York,  Association  press.  25  cents. 
Bowen,  W.  P.    The  teaching  of  elementary  school  gymnastics.    Ypsilanti,  Mich., 

published  privately ;  American  physical  education  association,  distributing 

agent.    $1. 


22  APPENDIX. 

Enebuske,  C.  J.     Progressive  gymnastic  days  order.     New  York,  Silver,  Bur- 

dette  &  co.    75  cents. 
McCurdy,  J.  H.     Hygienic  dumb  bell  drill.     New  York,  Association  press.     10 

cents. 
.     Calisthenic   nomenclature.      Springfield,    Mass.,    published    privately; 

American  physical  education  association,  distributing  agent.    $1.25. 
Rath,  Emil.     Free  exercises  with  and  without  hand  apparatus.     Indianapolis, 

Ind.,  North  American  gymnastic  union.    $1.25. 
Roberts,  R.  J.    Home  dumb-bell  drill.    New  York,  Association  press.     10  cents. 
Skarstrom,  William.     The  teaching  of  gymnastics.     Wellesley,  Mass.,  published 

privately  ;  American  physical  education  association,  distributing  agent. 
Stecher,  W.  A.     Theory  and  practice  of  educational  gymnastics  for  boys'  and 

girls'  high  schools.     Philadelphia,  McVey.     $1.25. 
Y.  M.  C.  A.    Gymnastic  nomenclature.    New  York,  Association  press.    $1. 

CAMPING,   SCOUTING. 

Boy  scouts'  handbook.    Garden  City,  N.  Y.,  Doubleday  Page  &  co.    35  cents. 
Camp  fire  girls'  handbook.     New  York,  Campfire  outfitting  co.,  16-18  W.  22d 

st.     25  cents. 
Carpenter,  W.  S.    Winter  camping.    New  York,  Outing  publishing  co.    70  cents. 
Gibson,  H.  W.    Camping  for  boys.    New  York,  Association  press.    $1. 
Kephart,  H.    Camp  cookery.    New  York.  Outing  publishing  co.    80  cents. 
.    Camping  and  woodcraft.    New  York,  Outing  publishing  co.    $1.50. 

EUGENICS. 

Jewett,  F.  G.    The  next  generation.    Boston,  Ginn  &  co.    75  cents. 
Jordan,  D.  S.    War  and  the  breed.    Boston,  Beacon  press.    $1.35. 
Walter,  H.  E.    Genetics.    An  introduction  to  the  study  of  heredity.    New  York, 
Macmillan.     $1.50. 

DANCING,   FOLK    SONGS,    SINGING    GAMES,    ETC. 

Burchenal,  E.    Dances  of  the  people.    New  York,  Schirmer.    $1.50. 

.     Dancing  and  singing  games.     New  York.  Schirmer.     $1.50. 

.     Folk  dance  music.     New  York,  Schirmer.     $1. 

.     Folk  dances  of  Denmark.     New  York,  Schirmer.     $1.50. 

.     Folk  dances  of  Finland.     New  York,  Schirmer.     $1.50. 

Casky,  G.  M.     Athletic  pageant,  Athletic  jubilee.     Milwaukee,  Wis.,  Published 

by  the  author.    Each,  50  cents. 
.     American  clown — athletic  dance  for  men  and  boys.     Milwaukee,  Wis., 

Published  by  the  author.    $1. 
.     Arkadsky    Russian   dance,    American    sailor.      Milwaukee,    Wis.,    Pub- 


lished by  the  author.    Each,  50  cents. 

Morris  dances.     Parts  1-4.    New  York,  II.  W.  Gray.     Each,  $1.75. 

Rath,  Emil.     Gymnastic  dancing.     Indianapolis,  Ind.,  North  American  gymnas- 
tic union.     $1.25. 

Sharp,  C.  J.     Country  dances.     Parts  1-4.     New  York,  II.  W.  Gray.     Each,  $1.7."). 

GYMNASTICS,  BOXING,  FENCING,   WRESTLING,   TUMBLING,  PYRAMIDS. 

Butterworth,  H.     How  to  tumble.     (Includes  pyramids.)      Newark.  N.  J.,  Pub- 
lished by  the  author.    $1. 

Rath,  Emil.     Apparatus,  track  and  field  work  for  women.     Indianapolis,  Ind., 
North  American  gymnastic  union.     $1.25. 

Y.  M.  C.  A.    Graded  gymnastic  exercises,  cards.     New  York,  Association  pi 
$1.50. 

.    Nomenclature,  New  York,  Association  press.    $1. 


APPENDIX.  23 

HISTORY    OF    PHYSICAL    EDUCATION. 

Gardiner,  E.  N.     Greek  athletic  .sports  and  festivals.     New  York,  Macmillan. 

$2.50. 
Leonard,  F.  E.     Pioneers  of  modern  physical  training.     New  York,  Association 

press.     $1. 

HYJSIENE. 

Allen,  W.  H.    Civics  and  health.    Boston,  Ginn  &  co.    $1.25. 
Goldmark,  J.    Fatigue  and  efficiency.    New  York,  Survey  associates.    $1.50. 
Hough  and  Sedgwick.     The  human  mechanism.     Boston,  Ginn  &  co.     $2.50. 
Pusey,  W.  A.    The  care  of  the  skin  and  hair.    New  York,  Appleton.    $1. 
Pyle,  W.  L.    Manual  of  hygiene.    Philadelphia,  W.  B.  Saunders.    $1.50. 
Winslow,  K.    The  prevention  of  disease.    Philadelphia,  W.  B.  Saunders.    $1.75. 

PUBLIC    HYGIENE. 

Bergey,  D.  H.    Principles  of  hygiene.    Philadelphia,  W.  B.  Saunders.    $3. 
Richards,  E.  H.    Sanitation  in  daily  life.    Boston,  Whitcomb  &  Barrows.    $2.50. 

.     Conservation  by  sanitation.    New  York,  Wiley.    $2.50. 

Thompson,  W.  G.     Occupational  diseases.     New  York,  Appleton.     $6.50. 

SCHOOL   HYGIENE. 

Ayres,   L.   P.     Open-air  school.     Garden   City,   N.   Y.,   Doubleday   Page   &  co. 

$1.20. 
Dresslar,  F.  B.    School  hygiene.    New  York,  Macmillan.    $1.25. 
Johnston,  C.  H.    Modern  high  school.    New  York,  Scribner.    $1.75. 
Offner,  M.     Mental  fatigue   (hygiene  of  instruction).     Baltimore,  Warwick  & 

York.    $1.25. 
Rapeer,  L.  W.    Educational  hygiene.    New  York,  Scribner.    $2.50. 
.     School  health  administration.     New  York,  Teachers  college,  Columbia 

university.     $2.15. 

SCHOOL  TEXTS   IN   HYGIENE  AND  PHYSIOLOGY. 

Conn,  H.  W.     Physiology  and  health.     New  York,  Silver,  Burdette  &  co.    $1.10. 

Gulick,  L.  Hygiene  series :  Book  I,  Good  health,  40  cents.  Book  II,  Emergen- 
cies, 40  cents.  Book  III,  Town  and  city,  40  cents.  Book  IV,  The  body  at 
work,  50  cents.  Book  V,  Control  of  body  and  mind,  50  cents.  Boston, 
Ginn  &  Co. 

SEX    HYGIENE. 

Bigelow,  M.  A.     Sex  education.    New  York,  Macmillan.    $1.25. 

Exner,  M.     Rational  sex  life  for  men.    New  York,  Association  press.    50  cents. 

MEDICAL  GYMNASTICS,   MASSAGE,  AND  POSTURE. 

Bancroft,  J.  H.    Posture  of  school  children.     New  York,  Macmillan.    $1.50. 
Bucholz,    C.    H.      Therapeutic    exercise    and    massage.      Philadelphia,    Lea    & 

Febiger.     $4. 
McKenzie,  R.  T.     Exercise  in  education  and  medicine.     Philadelphia,  W.  B. 

Saunders.    $4. 
Mosher.     The  physical  training  of  women  in  relation  to  functional  periodicity. 

Stanford  university,  published  by  the  author.    25  cents. 
Wide,  A.     Medical  gymnastics.    New  York,  Funk  &  Wagnalls.    $3. 

MEDICAL  INSPECTION. 

Cornell,  W.  S.    Health  and  medical  inspection  of  school  children.    Philadelphia, 

Davis.    $3. 
Hoag,  E.  B.     Health  index  of  children.     Whitaker  and  R.     SO  cents. 
Newmayer,  S.  W.     Medical  and  sanitary  inspection  of  schools.     Philadelphia, 

Lea  &  Febiger.     $2.50. 


24  APPENDIX. 

PEDAGOGY,  PSYCHOLOGY. 

Gulick,  L.     Physical  education  by  muscular  exercise.     Philadelphia,  Blakiston. 

75  cents. 
Hall,  G.  S.     Youth.     New  York,  Appleton.     $1.60. 

PHYSIOLOGY,   PHYSIOLOGY   OF   EXEBCISE,   BLOOD   PBESSUBE. 

Howell,  W.  H.     Physiology.     Philadelphia,  W.  B.  Saunders.    $4. 

Stiles,  P.  G.     Human  physiology.     Philadelphia,  W.  B.  Saunders.     $1.50. 

.     The    nervous    system    and    its    conservation.      Philadelphia,    W.    B. 

Saunders.     $1.50. 
.     Nutritional  physiology.     Philadelphia,  W.  B.  Saunders.     $1.25. 

PLAY    GAMES     (COLLECTIONS),     FESTIVALS,     PAGEANTS. 

Bancroft,   J.   H.     Games   for  the   playground,   home,   school   and   gymnasium. 

New  York,  Macmillan  co.     $1.50. 
Chubb,  P.,  and  others.    Festivals  and  play.     New  York,  Harper.     $2. 
Curtis,  H.  S.     Education  through  play.     New  York,  Macmillan.     $1.25. 

.     Play  and  recreation  for  the  open  country.     Boston,  Ginn  &  co.     $1.60. 

De  Groot,  E.  B.    Playground  equipment.     Playground  association.     10  cents. 
Johnson,  G.  E.    What  to  do  at  recess.    Boston.  Ginn  &  co.    25  cents. 
Lee,  J.     Play  in  education.     New  York,  Macmillan.     $1.50. 

SWIMMING,   BOATING. 

Corsan,  G.  H.    At  home  in  the  water.    New  York,  Association  press.    $1. 
Goss,  G.  E.    Life  saving.    New  York,  Association  press.    $1. 

SWIMMING  POOLS. 

Ball,  W.     Construction  of  swimming  pools.     New  York,  Association  press.     15 

cents. 
American  public  health   association.      Standard  methods  for  the   examination 

and  purification  of  water  and  sewage.     $1.25. 
Note. — Prices  stated  are  net  and  subject  to  change,  owing  to  war  conditions. 


LIST  OF  REPORTS  OF  THE  COMMISSION  ON  THE   REORGANIZATION 
OF  SECONDARY  EDUCATION  NOW  AVAILABLE. 

The  following  reports  of  the  Commission  on  the  Reorganiaztion  of  Secondary 
Education  are  now  available  or  in  press  as  bulletins  of  the  United  States 
Bureau  of  Education  and  may  be  secured  of  the  Superintendent  of  Documents, 
Washington,  D.  C,  at  the  prices  indicated.  Other  reports  are  in  preparation. 
Remittance  should  be  made  in  coin  or  money  order  as  stamps  are  not  accepted : 
cepted : 

The  Teaching  of  Community  Civics,  Education  Bulletin  23  for  1915.     10 

cents. 
Social   Studies  in  Second  Education,  Education  Bulletin  28  for  1916.     10 

cents. 
Reorganization  of  English  in  Secondary  Schools,  Education  Bulletin  2  for 

1917.    20  cents. 
Music  in  Secondary  Schools,  Education  Bulletin  49  for  1917.    —  cents. 
Physical  Education  in  Secondary  Schools,  Education  Bulletin  50  for  1917. 

—  cents. 

Moral   Values  in   Secondary  Education,  Education  Bulletin  51  for  1917. 

—  cents. 

o 


[Continued  from  page  2  of  cover.] 

BULLETIN  OF  THE  BUREAU  OF  EDUCATION  FOR  1917. 

No.  36.  Demand  for  vocational  education  in  the  countries  at  war.     Anna  T. 

Smith. 
No.  37.  The  conference  on  training  for  foreign  service.     Glen  L.  Swiggett. 
No.  38.  Vocational  teachers  for  secondary  schools.    C.  D.  Jarvia 
No.  39.  Teaching  English  to  aliens.     Winthrop  Talbot. 

No.  40.  Monthly  record  of  current  educational  publications,  September,  1917. 
No.  41.  Library  books  for  high  schools.    Martha  Wilson. 
No.  42.  Monthly  record  of  current  educational  publications,  October,  1917. 
No.  43.  Educational  directory,  1917. 
No.  44.  Educational  conditions  in  Arizona. 
No.  45.  Summer  sessions  in  city  schools.    W.  S.  Deffenbaugh. 
No.  4G.  The  public  school  system  of  San  Francisco,  Cal. 
No.  47.  The  preparation  and  preservation  of  vegetables.     H.  M.  Calvin  and 

C.  A.  Lyford. 
No.  48.  Monthly  record  of  current  educational  publications,  November,  1917. 
No.  49.  Music  in  secondary  schools. 
No.  50.  Physical  education  in  secondary  schools. 


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